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ESTEEMS (ESTablishing Excellence in Education of Mathematics and Science) Project Overview and Evaluation Dr. Deborah H. Cook, Director, NJ SSI MSP Regional Conference January 7-9, 2008
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Project Overview Project Goal: To provide standards-based, content related professional development in mathematics and science for regular and special education middle school classroom teachers. Project Partners: ESTEEMS unites Rutgers University, Middlesex County College, and Salem Community College, 15 school districts and three non-public schools.
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Provide two, 2-week content institutes in mathematics and science focusing on “big ideas” within each discipline Provide strategies to adapt content knowledge in mathematics and science to special education students Provide on-site classroom visitations and coaching to promote more inquiry-centered and problem- solving instructional practices Offer course credit to assist teachers in meeting NCLB requirements for HQT and NJ specialization certificate Project Implementation Plan
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Summer Content Institutes Institute Science Topics –Physics of light (2005) –Geology/Earth Science (2006) and –Chemistry (2007) Institute Mathematics Topics –Geometry and measurement (2005) –Algebra (2006), and –Data analysis, probability and statistics, and discrete mathematics (2007)
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Evaluation: Participating Teachers Teacher Content Knowledge –Pre/Post Assessment Test –Delayed Post Assessment Test Teacher Surveys –Pre Background Survey –Post Practice Survey Teacher Classroom Practice –Reformed Teaching Observation Protocol (RTOP) –Administer Pre/Post test to Students (general education only/one or more classes)
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Evaluation: Comparison Teachers Teacher Content Knowledge –Pre/Post Assessment Test –Delayed Post Assessment Test Teacher Surveys –Pre Background Survey Teacher Classroom Practice –Administer Pre/Post test to Students (general education only/one or more classes)
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Cohort 1 Physical Science Summer Institute Pre-Post Scores For all 24 teachers, a highly significant increase in physics understanding (t = 11.2, p < 0.001) General Education teachers (n=12) showed a highly significant increase of 5.4 pts (t = 8.4, p<0.001) Special Education teachers (n=12), showed a highly significant increase of 5.5 pts (t = 7.0, p<0.001)
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Cohort 1 Geometry Summer Institute Pre-Post Scores For all 28 teachers, a highly significant increase in geometry test scores (t = 3.57, p < 0.01). General Education teachers (n=16), showed a non-significant increase of 2.8 pts (t = 1.3, p > 0.10) Special Education teachers (n=12), showed a highly significant increase of 10.4 pts (t = 4.61, p < 0.01)
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Cohort 2 Earth Science Summer Institute Pre-Post Scores For all 30 teachers, a highly significant increase in earth science understanding (t = 12.4, p < 0.0001) General Education teachers (n=18) showed a highly significant increase of 25.4 pts (t = 8.2, p <0.0001) Special Education teachers (n=12), showed a highly significant increase of 28.2 pts (t = 10.2, p <0.0001)
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Cohort 2 Algebra Summer Institute Pre-Post Scores For all 32 teachers, a significant increase in algebra test scores (t = 1.58, p < 0.06) General Education teachers (n=18), showed a non-significant increase of 2.2 pts (t = 0.98, p N.S.) Special Education teachers (n=14), showed a non-significant increase of 4.29 pts (t = 1.22, p N.S.)
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Cohort 3 Chemistry Summer Institute Pre-Post Scores For all 29 teachers, a highly significant increase in chemistry understanding (t = 3.0, p < 0.01) General Education teachers (n=18) showed a highly significant increase of 8.1 pts (t = 2.1, p <0.05) Special Education teachers (n=11), showed a highly significant increase of 10.7 pts (t = 2.0, p <0.06)
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Cohort 3 Data Analysis Summer Institute Pre-Post Scores For all 28 teachers, a significant increase in data analysis test scores (t = 8.73, p < 0.0001). General Education teachers (n=18), showed a significant increase of 19.5 pts (t = 7.81, p <0.0001) Special Education teachers (n=10), showed a significant increase of 22 pts (t = 4.46, p <0.0016)
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Reformed Teaching Observation Protocol (RTOP) The Reformed Teaching Observation Protocol (RTOP) is an observational instrument that: Assesses the degree to which mathematics or science instruction is “reformed” Is a criterion-referenced assessment Contains 25 items, each rated on a scale from 0 (not observed) to 4 (very descriptive) Has possible scores ranging from 0 to 100 points Indicates considerable presence of “reformed teaching” in a lesson, with a score greater than 50
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Cohorts 1-2 Teacher RTOP Baseline and Follow-up Scores Year 1 Math teachers (n=30) showed an increase in reformed teaching from 20% to 70% Year 2 Math teachers (n=13) showed an increase in reformed teaching from 23.1% to 85.4% Year 1 Science teachers (n=28) showed an increase in reformed teaching from 6.9% to 82.1% Year 2 Science teachers (n=5) showed a significant increase in reformed teaching from 20% to 80% % of teachers whose RTOP scores were > 50
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Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education
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